Typescript (photocopy). / Digitized by Kansas Correctional Industries

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

This study investigated the relationship between four models of student laptop computer use and three components of teacher instructional behavior: planning, implementation of instruction, and evaluation of instruction. The four models of use: full access, dispersed, class set, and mixed, represented the numerous ways teachers in public and private schools and school districts nationwide implemented student use of laptop computers. Teacher planning behavior was investigated with regard to time, frequency, complexity, difficulty, the need for revision, and use of technological resources and materials. Implementation of instruction was examined with regard to student grouping, instructional strategies, instructional content/subject matter, teacher and student roles, assignments and learning tasks, and instructional activities. The evaluation of instruction component was examined with regard to assessment tasks, grading, and assessment of homework. Using a researcher-designed questionnaire, data was gathered in a single-stage cross-sectional survey from 356 teachers working in 74 public and private schools nationwide. Results indicated models of student laptop computer use had differential effects on teacher instructional behaviors. On average, teachers found planning to be more arduous, but more collegial, especially in the mixed model. The full access and mixed models were more likely to advance a constructivist approach to teacher instructional behaviors with regard to implementation and evaluation of instruction. Results from this study had implications for future research. The effects of student laptop computer use on the full access and mixed models of use should be given further study with regard to the implementation and evaluation of instruction.

The problem of this investigation was concerned with the effects that a computer-assisted and managed learning program had on the test outcomes of college students enrolled in a basic communication course. The purpose of the study was to determine the effects of participation in a computer-assisted and managed learning on the test outcomes of college students enrolled in a basic communication course. In order to facilitate the experiment, four hypotheses were formulated: 1. There will be significant differences in the posttest scores among the three groups. More specifically (a) the computer-assisted and managed learning (CAML) group will have significantly higher posttest scores than the teacher-assisted learning (TAL) group and the control group. 2. Computer apprehension will be significantly lower for students assigned to the CAML program, than students assigned to the TAL or control groups. 3. Computer complexity will be significantly lower for students assigned to the CAML group, than the students assigned to the TAL or control groups. 4. Computer utility will be significantly higher for students assigned to the CAML group, than students assigned to the TAL or control groups. Two experimental and one control group was used in the study. The experimental groups consisted of CAML (computer-assisted and managed learning) and TAL (teacher assisted learning). The control group was not treated with assisted instruction or practice testing. There were significant differences found among the posttest scores of the three groups. Students assigned to the CAML and TAL groups did have significantly higher posttest scores than students assigned to the control group. Although there were observable differences in the posttest scores between CAML and TAL, the differences were not statistically significant. Computer apprehension was significantly lower for the CAML group than the TAL or Control groups. Computer complexity was significantly lower for CAML than the TAL or Control groups. Computer utility scores were higher in CAML than the TAL or Control groups. The data supported the hypotheses. Several recommendations were made. A computer assisted and managed learning program should be used as a supplemental instructional, review and testing method in communication. Further research should be conducted in order to design a computer final exam for the basic communication course for purposes of review and CLEP testing. In addition, more terminals need to be employed for maximum efficiency.

by Tsui Yuen. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1999. / Includes bibliographical references (leaves 144-151). / Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Computer-assisted Education --- p.2 / Chapter 1.2 --- Motivation and Problems --- p.4 / Chapter 1.3 --- Objectives and Approaches --- p.7 / Chapter 1.4 --- Organization of Thesis --- p.9 / Chapter 2 --- Related Work --- p.10 / Chapter 2.1 --- Existing Research Projects --- p.10 / Chapter 2.2 --- Structural and Navigational Hypertext Presentation --- p.11 / Chapter 2.3 --- Multimedia Integration for Hypermedia Courseware --- p.13 / Chapter 2.4 --- Standalone Java Applets --- p.14 / Chapter 2.5 --- Software Tools Using Browser Plugins --- p.17 / Chapter 2.6 --- Chapter Summary --- p.18 / Chapter 3 --- SIS Education Scenarios --- p.19 / Chapter 3.1 --- Library System --- p.21 / Chapter 3.2 --- Groupware System --- p.24 / Chapter 3.3 --- Student-Monitoring System --- p.25 / Chapter 3.4 --- Management System --- p.26 / Chapter 3.5 --- Chapter Summary --- p.27 / Chapter 4 --- Software Architecture of SIS --- p.29 / Chapter 4.1 --- Client-server Model --- p.29 / Chapter 4.2 --- Software Configuration --- p.31 / Chapter 4.3 --- Software Design --- p.33 / Chapter 4.3.1 --- Module 1: Access Authorization Identifier (AAI) --- p.34 / Chapter 4.3.2 --- Module 2: Multimedia Presentation Tools (MPT) --- p.35 / Chapter 4.3.3 --- Module 3: Intelligent Questions Selector (IQS) --- p.38 / Chapter 4.3.4 --- Module 4: Online Examination Center (OEC) --- p.40 / Chapter 4.3.5 --- Module 5: Student History Recorder (SHR) --- p.41 / Chapter 4.3.6 --- Module 6: Student Performance Analyzer (SPA) --- p.42 / Chapter 4.3.7 --- Module 7: Electronic Mail Manager (EMM) --- p.43 / Chapter 4.3.8 --- Module 8: Result Querying Agent (RQA) --- p.44 / Chapter 4.3.9 --- Module 9: Group Activity Area (GAA) --- p.45 / Chapter 4.3.10 --- Module 10: Integrated Systems Logger (ISL) --- p.48 / Chapter 4.4 --- Chapter Summary --- p.50 / Chapter 5 --- Demonstration --- p.52 / Chapter 5.1 --- Login Dialog Boxes --- p.52 / Chapter 5.2 --- Services Menu for Students --- p.53 / Chapter 5.3 --- Teaching Materials for Students --- p.54 / Chapter 5.4 --- Teaching Materials for Students ´ؤ Chinese --- p.56 / Chapter 5.5 --- Teaching Materials for Students - English --- p.60 / Chapter 5.6 --- Teaching Materials for Students - Mathematics --- p.64 / Chapter 5.7 --- Tests for Students --- p.66 / Chapter 5.8 --- Tests for Students - Chinese --- p.66 / Chapter 5.9 --- Tests for Students - English --- p.68 / Chapter 5.10 --- Queries for Students --- p.70 / Chapter 5.11 --- Discussion Area for Students --- p.71 / Chapter 5.12 --- Educational Television for Students --- p.72 / Chapter 5.13 --- Flow of Services for Students --- p.75 / Chapter 5.14 --- Services Menu for Teachers --- p.76 / Chapter 5.15 --- Teaching Materials for Teachers --- p.77 / Chapter 5.16 --- Teaching Materials for Teachers - Chinese --- p.78 / Chapter 5.17 --- Teaching Materials for Teachers - English --- p.82 / Chapter 5.18 --- Tests Papers for Teachers --- p.86 / Chapter 5.19 --- Queries for Teachers --- p.87 / Chapter 5.20 --- Preparation of Test Papers for Teachers --- p.88 / Chapter 5.21 --- Modification of Questions for Teachers --- p.91 / Chapter 5.22 --- Flow of Services for Teachers --- p.95 / Chapter 5.23 --- Chapter Summary --- p.96 / Chapter 6 --- System Implementation --- p.97 / Chapter 6.1 --- Characteristics of Java --- p.97 / Chapter 6.2 --- Platform Independence --- p.98 / Chapter 6.3 --- Integration with Existing Packages for Java Technology --- p.100 / Chapter 6.4 --- Cryptography of User Passwords --- p.103 / Chapter 6.5 --- Transmission of Data Packages --- p.105 / Chapter 6.6 --- Multithreading for Multitasking --- p.108 / Chapter 6.7 --- Management of User Interfaces --- p.110 / Chapter 6.8 --- Data Structures for Temporary Storage --- p.112 / Chapter 6.9 --- Messages Broadcasting in Chat Rooms --- p.116 / Chapter 6.10 --- Playback of Audio and Video Data Files --- p.121 / Chapter 6.11 --- Progress of System Implementation --- p.125 / Chapter 6.12 --- Chapter Summary --- p.128 / Chapter 7 --- Discussion and Future Work --- p.129 / Chapter 7.1 --- Wide Spread of the World Wide Web --- p.129 / Chapter 7.2 --- Communication between Schools and Families --- p.130 / Chapter 7.3 --- Pedagogical Uses --- p.130 / Chapter 7.4 --- Virtual Student Community --- p.131 / Chapter 7.5 --- Differences between SIS and Other Web-based Educational Systems --- p.132 / Chapter 7.6 --- Future Work --- p.133 / Chapter 7.7 --- Chapter Summary --- p.138 / Chapter 8 --- Summary --- p.139 / Bibliography --- p.144

The use of computers in the classroom could allow both educators and learners to achieve new capabilities. There are underlying factors, however, that are obstructing the adoption rate of computer use for instructional purposes in schools. The study focused on these problems with a view to determining which critical success factors promote a higher adoption rate of computer usage in education. This study derived its theoretical framework from various technology adoption and educational models Methodology: The nature of the study required a . Furthermore, it investigated ways in which computer technology could enhance learning. mixed methods approach to be employed, making use of both quantitative and qualitative data. Two questionnaires, one for the educators and one for the principals of the schools were hand-delivered to 60 secondary schools. Exploratory factor analysis and various internal consistency measures were used to assess and analyse the data.Conclusion: Educationists and policy-makers must include all principals and educators when technological innovations are introduced into schools. All these role-players need to be cognisant of the implications if innovations are not appropriately implemented. Including the use of computers in educator training programs is important so that pre-service educators can see the benefits of using the computer in their own teaching.

The purpose of this study is to use Dimension Authoring Language (DAL) to write a Computer-Based Education (CBE) program which can control the DECtalk device and to use GIGI. utility programs and graphics editors, to improve DAL graphic capability. CBE embodies the idea of using computers as a tool in teaching by computer. Also the CBE control programs can keep track of students' record in the instructor's area. This way, instructors can improve lecture materials according to those records. The first chapter explains. what CBE is and its applications in education. The second chapter explains how DAL works and how to solve some of the language's technical problems. The third chapter explains how DECtalk works and how we can control this device in DAL programs. Since pictures can improve CBE programs, the fourth chapter explains picture files and graphic editors. Some problems related to DAL, DECtalk, and picture files are solved in this paper. However, there are several problems which still remain unsolved.Ball State UniversityMuncie, IN 47306

The use of computers in the classroom could allow both educators and learners to achieve new capabilities. There are underlying factors, however, that are obstructing the adoption rate of computer use for instructional purposes in schools. The study focused on these problems with a view to determining which critical success factors promote a higher adoption rate of computer usage in education. This study derived its theoretical framework from various technology adoption and educational models Methodology: The nature of the study required a . Furthermore, it investigated ways in which computer technology could enhance learning. mixed methods approach to be employed, making use of both quantitative and qualitative data. Two questionnaires, one for the educators and one for the principals of the schools were hand-delivered to 60 secondary schools. Exploratory factor analysis and various internal consistency measures were used to assess and analyse the data.Conclusion: Educationists and policy-makers must include all principals and educators when technological innovations are introduced into schools. All these role-players need to be cognisant of the implications if innovations are not appropriately implemented. Including the use of computers in educator training programs is important so that pre-service educators can see the benefits of using the computer in their own teaching.

Thesis (Ph. D.)--University of Toronto, 2005.

Thesis (D.Phil.)--University of Oxford, 2008. / Supervisors: Professor John Furlong, Professor Anne Edwards. Bibliography: leaves 345-371.